Teacher Professional Development Programs, 2011 – present, by year

Teacher Professional Development Program, 1984-2010

Programs Funded with “Teaching American History” grants, U.S. Department of Education, for Teachers in the Southwest Virginia Public Education Consortium: 2002-2013


Teacher Professional Development Programs, 2011 – present, by year











2009 Workshops

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Teacher Professional Development Program, 1984-2010

The following programs were offered between 1984 and 2010. The types of programs are indicated, as per the following key:

  • (s) = seminars and residential institutes
  • (l/d) = lecture/discussion series
  • (w) = workshop
  • (sa) = study abroad fellowships and programs
  • (sp) = special program

The Arts

  • Medieval Workshop-Art, Architecture, Music and Literature
  • American Art: Themes and Approaches (s)
  • Art History: Practice and Interpretation (s)
  • Tour to Washington DC National Art Gallery (l/d)
  • Using Art in the English and Social Studies Classroom (l/d)
  • Visual Literacy for English and Social Studies Teachers (l/d)
  • Are the Arts Important? (w)
  • Coalition Conference on the Arts in Education (w)
  • Artist-in-Residence (sp)


  • The Chemical Web of Life on Planet Earth (Satellite TV Course) (l/d)


  • Aristophanes’Lysistrata
  • Homer’s Odyssey
  • Sophocles Oedipus Rex Workshop
  • Ancient Athens: Its Life, Literature, and Culture (s)
  • Ancient Literature and the Modern World (s)
  • Athenian and American Democracy: The Ideals and Realities (s)
  • Classical Archaeology: Rome and Roman Italy (s)
  • Classical Mythology in Literature, Art, and Film (s)
  • Selected Readings of Augustan Poets (s)
  • Seven Greek Tragedies in Translation (s)
  • The Augustan Age (l/d)
  • Classics for English Teachers (l/d)
  • Mythology and the Emergence of Greek Gods (l/d)
  • The Romans and Their World (l/d)
  • Understanding the Greeks and the Romans through Their Literature (l/d)
  • Preparation and Training for Teachers of Latin (w)
  • Teaching the Ancient World (w)
  • Homer’s Odyssey (w)
  • Fellowships to study the ancient world in Greece or Italy at the American Academy in Rome, the American School of Classical Studies in Athens, and the Vergilian Society’s Villa Vergiliana in Naples (sa)


  • Jane Austen in Her Day and Ours
  • Africa in Literature, from Colonial to Post-Colonial
  • American Literature: 1912-1930 (s)
  • The American West: Fact, Symbol, Myth (s)
  • Contemporary American Poetry (s)
  • The Doom of Romance (s)
  • Faulkner (s)
  • Film Theory (s)
  • Forms and Practices of Fiction (s)
  • The Harlem Renaissance (s)
  • Hawthorne and Faulkner (s)
  • Major Works of Southern Literature (s)
  • Modern American Poetry (s)
  • Modernism and the Novel in the Twentieth Century (s)
  • Reading, Understanding, and Teaching Poetry (s)
  • Studies in Contemporary Fiction (s)
  • American and British Romanticism (l/d)
  • American Autobiography (l/d)
  • American Humor (l/d)
  • The Arthurian Tradition and Shakespeare (l/d)
  • Beowulf (l/d)
  • Black Writers in the 20th Century (l/d)
  • Brer Rabbit in the Elementary School Curriculum (l/d)
  • Canterbury Tales: Prologue (l/d)
  • Christopher Marlowe’s Dr. Faustus (l/d)
  • Contemporary Southern Literature (l/d)
  • Daniel Boone as Man and Myth (l/d)
  • Eudora Welty’s The Golden Apples (l/d)
  • Eudora Welty and Katherine Anne Porter (l/d)
  • Folklore and Fakelore (l/d)
  • Foundations of the Modern in Literature and Art (l/d)
  • The Great Gatsby (l/d)
  • Literary Foundations: Shakespeare, Homer, and The Bible (l/d)
  • Mark Twain, William Faulkner, and Gabriel García Márquez (l/d)
  • Puritan History and The Scarlet Letter (l/d)
  • Recasting the Canon (l/d)
  • Shakespeare: Much Ado About Nothing, Midsummer Night’s Dream, Twelfth Night (l/d)
  • Shakespearean Comedy, Romantic Poetry, and Contemporary Fiction (l/d)
  • Ten American Women Writers from 1897 to 1987 (l/d)
  • Texts and Contexts of Early American Culture (l/d)
  • What Every High School Teacher Needs to Know about Literary Theory (l/d)
  • The Writing Process in Slow Motion (l/d)
  • World Literature and Culture (l/d)
  • American Literature: What Should our Citizens Know? (w)
  • Designing American Studies Programs (w)
  • Fellowships to participat in the British Universities Summer Programs at the University of London, University of Oxford, and the University of Birmingham in Stratford-upon-Avon (sa)


  • Beyond “Demain, des L’auge..”Victor Hugo for today’s students
  • Corresponances: La France et L’Amerique se repondent
  • Contemporary French Language, Culture, and Literature (s)
  • France Today: What Every French Teacher Should Know (s)
  • The French Connection: From Classical France to Contemporary Africa (s)
  • The Meaning of Culture in the Study of French (s)
  • Teaching French (s)
  • Telling the Tale: Narrative and the Novel in France (s)
  • Advertisements: Reflections of Contemporary French Society and Culture (l/d)
  • Claude Beauclair (l/d)
  • French Literature and Journalism (l/d)
  • Teaching Effective Reading Strategies in French (l/d)
  • Teaching the History of French Civilization: Strategies and Suggestions (l/d)
  • Using Technology in the Language Classroom (l/d)
  • Aspects Sociaux et Culturels de Deux Mondes Francophones: Images et Textes le Québec et la Suisse (w)
  • Civilization: France in the Sixties (w)
  • Francoscopie Les Français: Qui sont-ils? Où vont-ils? (w)
  • French 1, 2, and 3: Creating a Solid Base for Communication (w)
  • French Advanced Placement Workshop (w)
  • French Speaking Cultures Today—In Multimedia (w)
  • Langues et Cultures du Monde Francophone (Afrique, Antilles, Maghreb) (w)
  • Le Cinéma Français: Langue, Littérature, Culture, Civilisation (w)
  • Raymond Jean (w)
  • Fellowships to study at Centre International d’Études Française d’Angers, Centre Audio-Visuel De Langues Modernes (CAVILAM) at the Unviersity of Clermont-Ferrand in Vichy, and the Institut d’Études Françaises d’Avignon at the Centre Universitaire d’Avignon (sa)


  • Deutschland Aktuell Gegenwartskultur im Unterricht
  • Attaining Proficiency in German (s)
  • Post-War Germany (s)
  • German Culture in Multimedia (w)
  • Innovations in Teaching German (w)
  • Oral Proficiency in German (w)
  • Secondary and Postsecondary German Instruction: The Articulation Issue (w)
  • The Study and Teaching of German in Virginia (w)
  • What German Teachers Should Know (w)
  • Fellowships to study current European affairs at the Bonn Transatlantic Summer Academy (sa)


  • The Bill of Rights in American History (s)
  • Civil War Studies (s)
  • Creating On-Line Materials for Teaching United States History (s)
  • Establishing Democracy (s)
  • Exploration and Contact: The Atlantic Basin in the 16th-18th Centuries (s)
  • History of Richmond (s)
  • New Approaches to American History (s)
  • African American History and Culture (l/d)
  • America’s Changing Place in the 20th Century World (l/d)
  • Contemporary Studies: Issues and Authors (l/d)
  • Families and Schooling in Central Virginia (l/d)
  • Global Awareness: New Perspectives (l/d)
  • The History and Culture of the Islamic World (l/d)
  • Understanding Diversity: Issues and Ideas (l/d)
  • United States History 1800-1980 (l/d)
  • The Bill of Rights in American History: Follow-up Workshop (w)
  • First Freedoms: America and Religious Freedom (w)
  • History of Richmond: Follow-up Workshop (w)


  • Charlottesville Schools Colloquium: New Knowledge, New Formats (l/d)
  • Charlottesville Schools Colloquium: Teaching Writing: What Works, What Doesn’t (l/d)
  • Fellowships to study current European affairs at the Bonn Transatlantic Summer Academy (sa)
  • Fellowships to participate in the Weedon Asian Studies Program in China (sa)


  • Japanese Pedagogy Workshop (w)


  • Between Two Cultures, Between Two Languages (s, w)


  • Algebra for Elementary and Middle School Teachers (s)
  • Calculus Revisited (s)
  • Exploring Data and Chance for Elementary Teachers (s)
  • Geometry for Elementary and Middle School Teachers (s)
  • Introduction to Contemporary Mathematics (s)
  • Mathematical Modeling (s)
  • The Mathematics of Manipulatives (s)
  • Physics Institute for Mathematics Teachers (s)
  • Probability and Statistics (s)
  • Discrete Mathematics and Algorithms (l/d)
  • The Emergence of Modern Mathematics (l/d)
  • Mathematics and Science (l/d)
  • Number Systems and Number Theory for Elementary and Middle School Teachers (l/d)
  • Virginia Mathematics Coalition: Regional Workshop (w)


  • High School Physics Teachers’ Institute (s)
  • Physics Institute for Mathematics Teachers (s)
  • Physical Science: The Threshold of Scientific Literacy (Satellite TV Course) (l/d)
  • Topics in Classical and Modern Physics (Satellite TV Course) (l/d)
  • Physics Design Workshop (w)


  • Beyond the Curtain Lies a New Time of Troubles (w)


  • The Spanish Civil War in Literature and Film
  • ¿Qué decís vosotros? ¿Qué tú dices? ¿Qué decís vos?: La variación lingüística en el mundo hispanohablante.
  • “Julia Alvarez y la Republica Dominicana
  • El Caribe: Literature, Culture, and Politics of the Caribbean (s)
  • Latin America Today: History and Politics in Literature (s)
  • Latin American Literature: Comparative Perspectives (s)
  • Spain Today and Toward the 21st Century (s)
  • Spanish Film (s)
  • Teaching the Authors on the AP Spanish List (s)
  • Chile: Literature and Culture (l/d)
  • Reading and Writing in the Foreign Language Classroom (l/d)
  • Spain after Franco: Cultural Movements (l/d)
  • Spanish Language and Culture (l/d)
  • Spanish Oral Proficiency (l/d)
  • Argentina: Literature and Culture (w)
  • Everything You Wanted to Know About Spanish Linguistics (w)
  • Isabel Allende (w)
  • La España Actual (w)
  • La Lingüística en la escuela Secundaria (w)
  • The Latin American Historical Novel: Tradition and Innovation (w)
  • Mexican Literature and Culture (w)
  • Oral Proficiency in Spanish: Theory and Practice (w)
  • Spanish Teaching in the High School: Where Does the University Fit In? (w)
  • Why Study Spanish? (w)
  • Hispanic Studies Program in Valencia, Spain (sa)


  • Folger Shakespeare Institute (s)
  • Performing Culture: Masks, Myths, and Folk Tales (s)
  • Virginia Institute for Theatre Arts (s)
  • Drama Symposium: The Trojan Women (w)
  • Drama Workshop for Teachers: Heritage Repertory Theatre (w)
  • North Carolina Shakespeare Festival (w, sp)
  • Shakespeare Live! Performance (w)

Women’s Studies

  • Women in History, Literature, Science, and Art (w)
  • Gender and Race for Virginia School Professionals (w)

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Programs Funded with “Teaching American History” grants, U.S. Department of Education, for Teachers in the Southwest Virginia Public Education Consortium: 2002-2013

My History Partner – Teaching American History

  • “Teaching History” – Stephanie van Hover, University of Virginia
    This class provides teachers with an overview of effective approaches to planning and implementing successful history learning experiences for students and an introduction to sharing effective instrtuctional approaches with colleagues at the school, district or state level. Emphasis will be placed one exploring the relationship between educational theory and the development of practical teaching techniques for everyday use in the history classroom.
  • “The Settlement of the American West, ca. 1848-1900″ – Christian McMillen, University of Virginia
    This course will examine, as the title suggests, the settle of the American West. The roughly five decades the course will cover are some of the most turbulent in American history—the Civil War, the “Indian Wars,” the coming of the railroads, and millions pouring into the land across the Mississippi River.
  • “Learning History” – Stephanie van Hover, University of Virginia
    This class provides teachers with a deeper exploration of effective approaches to planning and implementing successful history learning experiences for students; allows continuing conversation about sharing effective instructional approaches with colleagues a the school, district or state level; and offers an introduction to observing instruction/reflecting on instruction.
  • “Leadership in American History” – Stephanie van Hover, University of Virginia
    This course is the third in a series that will explore what it means to be a teacher leader in history education. Continued focus on effective approaches to planning and implementing successful history learning experiences for students and sharing those effectively with colleagues will be explored.
  • “America and the Sixties” – Bonnie Hagerman, University of Virginia
    This course will address those events and people crucial to understanding 1960s America. From the promise of a Kennedy presidency to the Great Society of Lyndon B. Johnson to the quagmire of the Vietnam War, participants will consider not only American participation in Vietnam, but the impetus behind the war to eradicate poverty, and the important people, organizations, and battles in the crusade to end racial and social injustice.

Challenges, Civil War and Cold War Confrontations

  • “Hearing the Civil Rights Movement” – Kent Germany, University of South Carolina
    This course explores key moments in the civil rights movement through sound and film recordings related to them. Among the topics are the rhetoric of Rev. Martin Luther King, Jr., the presidencies of John Kennedy, Lyndon Johnson, and Richard Nixon, and the reaction of the White House to several civil rights crises.
  • “Reconstruction: The Promise and Perils of American Citizenship” – Bobby Donaldson, University of South Carolina
    This course examines the Reconstruction era and explores how definitions of citizenship were crafted, debated, and tested in the turbulent aftermath of the Civil War.

American Crisis, American Solutions: A History Specialists Model for Traditional American History

  • “The Age of Jefferson: An Overview” – Tom Costa, University of Virginia at Wise
    This course will provide an examination of the period of American history from 1760 through 1820. Topics will include the American Revolution and Constitutional periods, the development of the first political party system, Federalists and Jeffersonians, the presidency of Thomas Jefferson, the War of 1812 and its aftermath, ending with the Panic of 1819 and the debates leading to the Missouri Compromise.
  • “Crises and Solutions in Colonial America” – Leonard Sadowsky, Iowa State University
    This course will examine moments or periods of crisis, controversy, and conflict in Colonial America – either among contemporaries, among historians, or both. The course’s focus is the eastern half of North America from the time of the arrival of the first English settlers in the early seventeenth century until the era of the American Revolution in the late eighteenth century.
  • “Thomas Jefferson: Up Close and Personal” – Jon Kukla, Patrick Henry Memorial Foundation
    Students will learn about the private life of Thomas Jefferson through a critical reading of recent scholarship concerning the third president’s relationship with his family, his attitude towards slavery, and his reaction to the sometimes vicious attacks on his character and politics.
  • “Rebellion and Race: The Twin Issues Driving Reconstruction” – Brian Wills, Kennesaw State University
    The Sesquicentennial of the American Civil War has ensured that this conflict will receive renewed attention, but the aftermath of the struggle has proven every bit as important to an understanding of American History and some of the most significant themes that have shaped it.
  • “Responding to the Crisis of Modernity” – Stephen Levine, University of Virginia
    This course will explore how industrialization, urbanization, immigration, and technological changes of the late 19th and early 20th centuries led to a strong and diverse wave of reform in the roughly two decades preceding U.S. entry into World War One.
  • “The Paradox of Prosperity: The Making of the American Colossus” – Ray Haberski, Marian University
    This course will explore how the growth of America into a dynamic nation was fraught with paradoxes and how paradox ironically inspired Americans from a variety of fields and walks of life to believe they could meet and conquer any challenge that might emerge.
  • “The Progressive Era, the New Deal, and the Transformation of American Democracy” – Ray Haberski, Marian University
    This course will explore the first four decades of the twentieth century, when a diverse array of government officials, academics, social activists, and crusading journalists instigated changes in the ideas, institutions, and policies that shaped American politics. In the process, they transformed a decentralized state of courts and parties into a nationalized polity, anchored by a modern executive office, that gave rise to the welfare and national security states.

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